PRIMARY 2 FIRST TERM LESSON NOTE ENGLISH STUDIES
PRY TWO ENGLISH IST TERM E-NOTE
Week: One
Class: Primary Two
Topic: phonemic awareness I
Behavioural objectives: At the end of the lesson pupils should be able to:
- Learn sounds through songs.
- Repeat sounds they hear.
Instructional material/Reference material: wall chart showing the rhymes, flash card showing the key words in the songs, approved work book.
Building Background /connection to prior knowledge: pupils are familiar with the pronunciation of sounds.
Content:
Phonological awareness is the ability to recognize and manipulate the spoken parts of words.
The levels of phonological awareness are, from simplest to most complex: syllables, onset–rime, and phonemes. Phonemic awareness is the ability to identify and manipulate individual sounds (phonemes) in spoken words, e.g car as in /a:/, beat as in /I:/.
Evaluation:
Read the following. Pease porridge hot Pease porridge cold Pease porridge in the pot Nine days old
Some like it hot Some like it cold Some like it in the pot Nine days old
Which words in Activity poem rhyme with got and told?
Week: Two
Class: Primary Two
Topic: phonemic awareness Il
Behavioural objectives: At the end of the lesson pupils should be able to:
- Produce the vowel sounds correctly.
- Pronounce words correctly.
- Use combination of sounds to produce words.
Instructional material/Reference material: Sounds chart and flash cards, wall chart containing words with /a/, /s/, approved course book.
Building Background /connection to prior knowledge: pupils have learnt about the pronunciation of sounds learning with songs.
| Content: | ||
| /a/ | /a:/ | /s/ |
| Fat | Car | sat |
| Hat | Bar | sap |
Evaluation: The teacher asked questions on what has been taught.
- Pronounce the sounds in isolation.
- Pronounce words that contain the sounds.
- Make simple sentence with given words containing the sounds.
Week: Three
Class: Primary Two Topic: Phonemics I
Behavioural objectives: At the end of the lesson pupils should be able to:
- pronounce consonants sounds in isolation, in words and in sentences correctly.
- differentiate between words in each pair in isolation and in sentence context.
- produce consonant clusters correctly.
Instructional material/Reference material: Pictures of object, flash card, flannel board, wall chart and course book.
Building Background /connection to prior knowledge: pupils have learnt about the Production of the vowel sounds correctly and pronounce words correctly using combination of sounds to produce words.
Content: Consonant sounds in isolation and cluster Consonant sounds in isolation
- /b/- bed
- /d/- dog
Consonant clusters
/bl/- blade
/br/- bread
/fr/- frog
/fl/- flood
Examples: (a) l ate bread this morning (b) This blade is very sharp (c) The frogs live in water.
Evaluation: The teacher asked questions on what has been taught.
- Pronounce sounds in isolation, words and sentence correctly?
- Differentiate between sounds in pairs of words correctly?
Week: Four
Class: Primary Two Topic: phonemics Il
Behavioural objectives: At the end of the lesson pupils should be able to:
- identify mono and bi-syllabic word.
- read multi-syllabic words using prefixes, suffixes and unknown words parts.
- apply basic syllabication rules.
- use structural analysis to decode words.
Instructional material/Reference material: Teacher made words and sentence, words in flash card.
Building Background /connection to prior knowledge: pupils have learnt about consonant sounds in isolation and cluster and how to use them in sentence.
Content: Mono-syllabic, bi-syllabic, multi-syllabic (words). Mono-syllabic words- go, it, to
Bi-syllabic words- s/it, bi/g, pi/g
Multi-syllabic words- um/bre/lla, di/a/mond.
Exercise
Evaluation: The teacher asked questions on what has been taught.
- Pronounce correct words?
- Read the sentence correctly?
- Decode words using structural analysis.
Week: Five
Class: Primary Two Topic: Fluency
Behavioural objectives: At the end of the lesson pupils should be able to :
- Read different kinds of text with fluency and confident.
Instructional material/Reference material: chalkboard, cardboard, children text, pictures and drawing, text with illustration and chart.
Building Background /connection to prior knowledge: pupils have learnt about mono , bi and multi- syllabic words.
Content: Fluency
The quality of being fluent in a language; a person’s command of a particular language.
Evaluation: The teacher asked questions on what has been taught.
- Given text and recall information in them.
Week: Six
Class: Primary Two Topic: Fluency
Behavioural objectives: At the end of the lesson pupils should be able to read class appropriate passages:
- accurately
- with expression
- with appropriate speed.
Instructional material/Reference material: A comprehension passage (HIV/AIDS) and drug abuse, chart pictures to the passages.
Building Background /connection to prior knowledge: pupils have learnt about how to read fluently and confidently.
Content: Fluency
- A text based on the birthday party (non-fiction)
- A history of Nigeria (fiction)
Evaluation: The teacher asked questions on what has been taught.
- Read the passages fluently
- Identify key words
- Say the meaning of the key words
- Answer the questions on the passages.
Week: Seven Class: Primary Two
Topic: comprehension
Behavioural objectives: At the end of the lesson pupils should be able to: Listen to passages, rhymes and stories.
Instructional material/Reference material: supplementary readers, pupils course book, wall chart showing rhymes and poem, flash card showing the key words.
Building Background /connection to prior knowledge: pupils have learnt about reading comprehension passages with confidence and fluency.
Content: Comprehension passage
Evaluation: The teacher asked questions on what has been taught.
- Answer the factual questions from the comprehension passage
Week: Eight
Class: Primary Two Topic: comprehension
Behavioural objectives: At the end of the lesson pupils should be able to:
- identify main ideas and supporting facts in stories.
- state the title of their story.
- identify the characters in the story.
Instructional material/Reference material: picture showing a story teller and audience.
Building Background /connection to prior knowledge: pupils have learnt about how to read the comprehension passage as the last topic treated.
Content: Comprehension passage
- Danger of food contamination/poisoning.
Evaluation: The teacher asked questions on what has been taught.
- Narrate a story correctly?
- State the title of the story?
- Identify characters in the story?
- State the morals in the story?
Week: Nine
Class: Primary Two Topic: comprehension
Behavioural objectives: At the end of the lesson pupils should be able to:
- Listen to class passage read to them
- Retell the story in the passage
- Answer simple comprehension question.
Instructional material/Reference material: pictures of object and person, chart and course book.
Building Background /connection to prior knowledge: pupils have learnt about a comprehension passage.
Content: Oral comprehension/games
Title: Oral Comprehension Games
Oral comprehension games are fun and engaging activities that help improve listening skills and comprehension abilities in primary school students. These games not only make learning enjoyable but also enhance language development and critical thinking. Here are some popular oral comprehension games that teachers can use to enrich students’ language learning experience:
**1. Story Sequencing:** In this game, students listen to a story and then rearrange the events in the correct order. This encourages them to pay close attention to details and grasp the sequence of events.
**2. Listen and Draw:** Students listen to a description of an object, scene, or character, and then try to draw what they have heard. This activity promotes visualization skills and attention to details.
**3. Describe and Guess:** The teacher describes an object without revealing its identity, and students try to guess what it is based on the description. This game enhances vocabulary and deductive reasoning.
**4. Question Time:** After reading a passage or story, students answer a variety of questions to test their comprehension, recall, and critical thinking skills.
**5. Simon Says:** Through this game, students follow oral instructions given by the teacher. They must listen carefully and perform actions only if the instruction begins with “Simon says.”
**6. Sound Effects Challenge:** Students listen to various sound effects and try to identify the source of the sound. This activity sharpens listening skills and encourages imaginative thinking.
**7. Summarizing Stories:** After listening to a story, students take turns summarizing the main points in their own words. This helps them identify key information and practice paraphrasing.
**8. Finish the Story:** The teacher starts telling a story and pauses at a crucial point. Students then take turns continuing the story with their creative ideas.
**9. Guess the Emotion:** Students listen to recorded sentences spoken with different emotional tones and try to identify the emotion conveyed in each sentence.
**10. Following Directions:** The teacher gives a series of oral instructions, and students follow them accurately. This game enhances listening skills and attention to details.
**11. Who Am I?:** The teacher describes a person, animal, or object without revealing its identity. Students listen and try to guess what or who is being described.
Oral comprehension games provide an interactive platform for students to develop their listening, thinking, and language skills. These activities encourage participation, boost confidence, and make language learning an enjoyable experience.
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Evaluation
1. Oral comprehension games help improve students’ ______ skills.
a) reading
b) writing
c) listening
2. In “Story Sequencing” game, students rearrange events in ______ order.
a) random
b) alphabetical
c) correct
3. “Listen and Draw” helps students develop their ______ skills.
a) writing
b) drawing
c) dancing
4. In “Describe and Guess,” students try to guess an object based on its ______.
a) taste
b) description
c) color
5. “Question Time” after a story helps students test their ______ abilities.
a) cooking
b) comprehension
c) painting
6. “Simon Says” game helps students practice following ______ instructions.
a) written
b) oral
c) mathematical
7. “Sound Effects Challenge” helps students identify different ______.
a) smells
b) sounds
c) tastes
8. “Summarizing Stories” helps students identify ______ points in a story.
a) main
b) hidden
c) fictional
9. “Finish the Story” encourages students to continue a story with their ______.
a) drawings
b) opinions
c) ideas
10. In “Guess the Emotion,” students identify the ______ conveyed in sentences.
a) color
b) emotion
c) size
11. “Following Directions” game enhances students’ attention to ______.
a) details
b) taste
c) smell
12. “Who Am I?” involves describing a person, animal, or object without revealing its ______.
a) identity
b) location
c) price
13. Oral comprehension games encourage students to ______.
a) write essays
b) memorize facts
c) participate actively
14. The “Listen and Draw” game combines listening skills with ______ skills.
a) swimming
b) drawing
c) running
15. The goal of oral comprehension games is to make learning ______.
a) boring
b) difficult
c) enjoyable
Feel free to use these questions to engage students in oral comprehension discussions and games.
Evaluation: The teacher asked questions on what has been taught.
- say what the passage is talking about.
- retell the story in the passage.
- answer the given questions from the story.
Week: Ten
Class: Primary Two Topic: comprehension
Behavioural objectives: At the end of the lesson pupils should be able to;
- read simple sentences and answer factual questions on them
Instructional material/Reference material: Selected sentences from various source based on health or other issues of interest to the children, Flip charts and cardboards supplementary reading materials.
Building Background /connection to prior knowledge: pupils have learnt about comprehension passage.
Content: Comprehension passage (danger of wrong use of pesticides)
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Title: Danger of Wrong Use of Pesticides
Pesticides are chemicals that are used to kill or control pests, such as insects, weeds, and rodents. While pesticides can be effective in protecting crops and controlling pests, their wrong use can lead to serious problems for both the environment and human health.
One of the dangers of using pesticides incorrectly is the harm they can cause to non-target organisms. When pesticides are sprayed on plants, they can also affect beneficial insects like bees and butterflies. Bees play a vital role in pollination, which helps plants grow and produce fruits. If pesticides kill these important pollinators, it can disrupt the natural balance of ecosystems and reduce food production.
Another danger is pesticide runoff. When pesticides are applied excessively or in the wrong way, rainwater can wash them into nearby rivers, lakes, and streams. This contaminated water can harm aquatic life, including fish and other organisms. It can also affect the quality of drinking water for humans and animals.
Using pesticides without following safety instructions can also be harmful to human health. Farmers and agricultural workers who handle pesticides without proper protective gear can be exposed to dangerous chemicals that can cause skin irritation, respiratory problems, and even long-term health issues.
To minimize the dangers of pesticide misuse, it’s important to follow proper guidelines for their application. Farmers and gardeners should use pesticides sparingly and only when necessary. They should also choose less harmful alternatives, like organic pesticides, whenever possible. It’s crucial to read and follow the instructions on the pesticide label, including wearing protective clothing and avoiding contact with the skin.
In conclusion, while pesticides can be useful tools in managing pests and protecting crops, their wrong use can have harmful effects on the environment and human health. It’s important to use pesticides responsibly and consider the potential consequences of their misuse.
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[mediator_tech]
Evaluation
1. Pesticides are chemicals used to control ______.
a) plants
b) pets
c) pests
2. The wrong use of pesticides can harm both the ______ and human health.
a) environment
b) furniture
c) electronics
3. One of the dangers of incorrect pesticide use is the harm to ______ organisms.
a) non-target
b) beneficial
c) harmful
4. Bees play an important role in ______, which helps plants produce fruits.
a) watering
b) pollination
c) harvesting
5. Pesticides can disrupt the ______ of ecosystems if they kill pollinators.
a) chaos
b) balance
c) noise
6. Pesticide runoff occurs when rainwater washes pesticides into nearby ______.
a) schools
b) rivers
c) mountains
7. Pesticide runoff can harm ______ in water bodies.
a) land animals
b) aquatic life
c) birds
8. Farmers who handle pesticides without protective gear can experience ______ problems.
a) cooking
b) respiratory
c) musical
9. Proper guidelines for pesticide application can help ______ the dangers of misuse.
a) increase
b) minimize
c) ignore
10. Farmers should use pesticides ______ and only when necessary.
a) excessively
b) sparingly
c) rarely
11. Choosing organic pesticides is a ______ alternative to harmful pesticides.
a) more expensive
b) less harmful
c) unnecessary
12. Reading and following instructions on the pesticide label is ______.
a) optional
b) unnecessary
c) important
13. Pesticides can be useful in managing pests and protecting crops, but their ______ use can be harmful.
a) correct
b) wrong
c) occasional
14. The passage warns about the ______ effects of pesticide misuse on the environment and human health.
a) positive
b) harmful
c) negligible
15. Responsible pesticide use involves considering the potential ______ of their misuse.
a) benefits
b) consequences
c) rewards
Evaluation: The teacher asked questions on what has been taught.
[mediator_tech]
English Grammar Examination Primary 2 First Term
